Narrative strategies in educational research: reflections on a critical autoethnography  

Oleh:

Quicke, John

Jenis: Article from Journal
Dalam koleksi: Educational Action Research vol. 18 no. 02 (Jun. 2010), page 239-254.
Topik: autoethnography; narrative strategies; critical reflective practice; hegemony; discourse analysis; inclusion
Fulltext: 332907__921903439.pdf (113.22KB)

Isi artikel

This article consists of critical reflections on an inclusion story I wrote about my own practice as a local education authority educational psychologist in the United Kingdom. The aim is to shed light on the process of producing stories and possibly also on criteria for judging them. As a critical reflective practitioner, I saw myself as writing an autoethnographic story of ‘resistance’ but also one of ‘hope without illusions’. In an extended commentary on samples of writing, I address issues to do with form and style in relation to the overall purpose of the story and the intended audiences. A number of concepts are identified that were found useful in constructing a narrative: life-world; hegemony and discourse; aesthetic merit; reflexivity; polyvocality; autobiography/autoethnography; confession.

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